Page 10 - Vargo Mari, Lieske Carmella. - Speak Now 4 Teacher's Book

How to teach a Speak Now lesson
d

Each lesson has five parts-Vocabulary, Conversation with Additions
Conversation, Language Booster, Listening or
Pronunciation, and Speak with Confidence. A

a This section helps students become comfortable
Lesson lntroduction with the topic and provides a model
conversation that uses the functional language
. Read the lesson title as students follow along.
from the Language Booster section.
When applicable, have students answer the
question. Read the questions aloud. Ask students to
guess the answers by looking at the photos
. Point out the functions they will be studying and
or illustrations. Ask students questions about
explain them or reword them when necessary.
details in the art.
Play the audio and select students to answer the
1 Vocabulary questions. If necessary, play the audio again.
. Make sure students understand the answers to
The purpose of this section is to get students
the questions by asking concept questions or
thinking about the topic, activate their background
reforming the question to check understanding.
knowledge, and introduce them to vocabulary that
they will use during the lesson. To prepare the
B
students to use the vocabulary, preteach it. When the
vocabulary is unfamiliar to your students, present By practicing the conversation, students become
it through visual aids (for example, photos), actions more aware of functional language and more
and gestures, and rephrasing or English definitions. comfortable with language in 'thunksl' This
prepares them for the Language Booster section and
. Ifnecessary, have students use an English
will also help them notice the changes in Part C.
Learners' dictionary, perhaps before coming to
class, to better understand not only the meanings
c
but also how to use the words.
. Tell students that they will listen to the
. Avoid giving students definitions in their first
conversation again, but three sentences are on
language. Although doing so may initially save
the audio program which are not printed in
time, students do not acquire the language as
the book. Explain that they should write the
thoroughly and will rely on their first language
sentences they hear in the correct places.
rather than developing their English ability.
. Play the audio. Check answers. If necessary,
In addition, nuances in languages often vary,
creating additional complications as students haye students compare answers in pairs, play the
continue to use the language. audio again, and then check answers as a class.
. After checking answers, play the audio again so
. When you have time, further reinforce the
students can focus on th6 pronunciation and
vo cabulary with p erson alization ( for example,
using the vocabulary in true sentences about intonation. Have students pay attention to the
words they did not understand before.
themselves).
. Have students practice the conversation at least
two times, once for each role.
2 Conversation
There are two types of lesson patterns for the 2 Conversation with Expansions
Conversation section. Some of the lessons follow the
"Conversation with Additions" model and others A
follow the "Conversation with Expansions" model.
a Follow the same procedure as Conversation with
Teaching procedures for each lesson pattern are
Additions, Part A.
outlined below Both conversations follow the same
procedure for Part A.
B
a Practice the conversation in Part A.
a Have students read the sentences below the
conversation. They should place the expansion

viii How to teach a Speok rVow lesson